BEd in Pre-Primary Education / Бакалавр педагогики в Области Дошкольного Образования

Course Details

Course Information Package

Course Unit TitlePRE-SCHOOL ENVIRONMENT AND ITS ORGANISATION
Course Unit CodeCUR101
Course Unit Details
Number of ECTS credits allocated4
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Use terminology pertaining to course content and in particular to space, relationships developed, teaching methods, and classroom discipline and organization, and examine their relationship to teaching and to creating an effective learning environment.
  2. Relate pedagogical theories and schools of thought (such as social behaviorism, experientialism, etc.) with classroom organization.
  3. Explain ways in which various environments promote particular behaviors and learning styles and hinder others, and how architecture and design create particular assumptions about the space and the teaching and learning occurring within.
  4. Apply theory in practice regarding the spatial organization of the kindergarten school.
  5. Analyze and synthesize information about the school, its organization, methods of discipline in the kindergarten school and related challenges.
  6. Examine the applicability of the various school and classroom organization models in contemporary learning environments.
  7. Develop and assess school and classroom organization models.
  8. Evaluate different learning environments and their dimensions, as well as factors affecting the formation of a democratic climate in school classrooms.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsΜατσαγγούρας, Η. Γ. (2007). Θεωρία και πράξη της διδασκαλίας—Η σχολική τάξη: Χώρος-ομάδα-πειθαρχία-μέθοδος. Αθήνα: Εκδόσεις Γρηγόρη.
Course Contents The space and its dimensions: The major areas of the school, including the constructed area, such as the school hall and the classrooms, and the schoolyard. Space characteristics and elements that are important for the teaching / learning process. Ways to improve the space and the school and classroom environment. Using the space and its various dimensions effectively and in a functional and creative way. Interpretations of various dimensions of space. The importance and implications of space and its relevance with organization and the teaching / learning process. Challenges associated with the space and the classroom organization.
Working in groups and its importance: The characteristics of groups of people and teamwork. Interpretations of the results of team effort. Working in groups and other modes of working and effort needed. Homogeneity and heterogeneity in the classroom and other characteristics of the class. The effects of homogeneity and heterogeneity in the school and the classroom and solutions proposed to challenges relating with homogeneity and heterogeneity in school / classroom. Active and teamwork as a way for effective teaching and learning.
Discipline: Different meanings of the term “class” and the importance of discipline within the classroom. Interpretation of causes and consequences of lack of discipline within the classroom and its dimensions. Ways to promote classroom discipline. Teacher personal theory about classroom and student discipline.
School and classroom organization and teaching:  The importance of organization and management of space for teaching. Various ways of space and classroom organization and administration. Effective learning as a means to evaluate the spatial organization. Teacher personal theory about the management and organization of the classroom.

Recommended and/or required reading:
Textbooks
  • Γερμανός, Δ. (2002). Οι τοίχοι της γνώσης: Σχολικός χώρος και εκπαίδευση. Αθήνα: Gutenberg.
  • Υπουργείο Παιδείας και Πολιτισμού. (2010). Αναλυτικό πρόγραμμα για την Προσχολική και πρώτη σχολική περίοδο: Γέννηση-6 χρονών. Λευκωσία, Κύπρος: Υπηρεσία Ανάπτυξης Προγραμμάτων, Παιδαγωγικό Ινστιτούτο.
References
  • Pellegrino, P. (2006). Το νόημα του χώρου: Η εποχή και ο τόπος (μετφρ. Κυριακή Τσουκαλά). Αθήνα: Τυπωθήτω.
  • Τσουκαλά, Κ. (2006). Παιδική αστική εντοπία: Αρχιτεκτονική και νοητικές αναπαραστάσεις του χώρου. Αθήνα: Τυπωθήτω.
  • Γερμανός, Δ. (2001). Χώρος και διαδικασίες αγωγής: Η παιδαγωγική ποιότητα του χώρου. Αθήνα: Gutenberg.
  • Σιβροπούλου, Ρ. (2006). Η οργάνωση και ο σχεδιασμός του χώρου (νηπιαγωγείου) στο πλαίσιο του παιχνιδιού. Αθήνα: Εκδόσεις Πατάκη.
  • Θεοδοσιάδου, Μ. (2001). Όλα για το παιδί, Λευκωσία: Παγκύπριο Συμβούλιο Ευημερίας.
  • Κωνσταντίνου, Α. (2004). Προδημοτική εκπαίδευση, Λευκωσία: Έκδοση συγγραφέα.
  • Παπανδρέου, Α. Π. (1993). Μεθοδολογία της διδασκαλίας, Αθήνα: Γρηγόρη.
Planned learning activities and teaching methods The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom.
Also there are many group discussions and discussions with the whole class where note-keeping, inquiry, individual and collaborative learning, differentiated learning, brainstorming and critical thinking skills are promoted. Students are prompted to study written sources, readings, articles and other material such as films aiming to ignite discussions. Role playing, organizing activities and modelling are other activities held in the classroom as a means of instruction with student participation.

Assessment methods and criteria
Mid-Term / Quiz 5%
In-classroom group assignments 25%
Assignments30%
Final Exam40%
Language of instructionGreek
Work placement(s)NO

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